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North-South Exchange on Family Literacy © 2008 UNESCO Institute for Lifelong Learning. All rights reserved. ISBN 978-92-820-1157-7 Edited by Maren Elfert UNESCO Institute for Lifelong Learning Feldbrunnenstr. 58 20148 Hamburg · Germany Tel. +49 (0) 40 44 80 41-0 Fax: +49 (0) 40 410 77 23 [email protected] · www.unesco.org/uil The UNESCO Institute for Lifelong Learning (UIL) is a non-profit, policy-driven, international research, training, information, documentation and publishing centre of UNESCO. One of six educational institutes of UNESCO, UIL promotes lifelong learning policies and practices with a focus on adult learning and education, especially literacy and non-formal education and alternative learning opportunities for marginalized and disadvantaged groups. 3 Contents Foreword 2 North-South Exchange on Family Literacy – Report 3 Effective Practices in Family Literacy and Intergenerational Learning Around the World 12 Africa 13 The Family Literacy Project – South Africa 14 World Education – Mali 16 Namibia’s Family Literacy Programme 18 Family Basic Education – Uganda 20 North and Latin America 23 Family Literacy in Canada 24 CONALFA – Guatemala 26 The National Center for Family Literacy in the United States 28 Arab States 31 The Mother-Child Home Education Programme in Bahrain 32 The Trust of Programs for Early Childhood, Family and Community Education – Israel / Palestinian Communities 34 Asia and Pacific 37 The Manukau Family Literacy Project – New Zealand 38 The Vanuatu Literacy Education Programme 40 Europe 43 The FLY Project in Hamburg / Germany 44 The Parents’ Schools in Greece 46 The Ħilti Programme in Malta 48 Parent Empowerment for Family Literacy in Romania 50 Programmes for Mothers and Fathers in Turkey 52 Family Literacy in the United Kingdom 54 Index of Photos 56 4 Family Literacy Foreword Family literacy emphasises the intergenerational transfer of language and literacy from parents to their children or from one generation to another. A range of family literacy programmes exists, varying according to the groups at which each is aimed. Some programmes focus on children, some on adults, and others on both. Some programmes are run at home, some in schools or other educational institutions, and others in community centres. Some programmes have a strong focus on literacy and language, others are based on broader concepts involving health, parenting and life skills. Family literacy as a specialist field is still perceived as an essentially Western concept. However, intergenerational learning is rooted in many cultures and exists across the world, in the North as well as in the South. In November 2007, the UNESCO Institute for Lifelong Learning (UIL) brought together family literacy practitioners and researchers from all the global regions to take stock of policies, practices and research in the field of family literacy worldwide and to explore its relevance and potential within the fields of adult education and lifelong learning. This publication contains the report from this meeting as well as overviews of all the projects represented therein. The Institute will continue to promote family literacy and build capacities for its provision in all the world regions, with a focus on the 35 countries targeted by the Literacy Initiative for Empowerment (LIFE), which is being coordinated by UIL. LIFE is a ten-year key operational mechanism (2006-2015) that was initiated by UNESCO in the context of the United Nations Literacy Decade in order to accelerate literacy efforts in the 35 countries with a literacy rate of less than fifty percent and/or an adult population of more than 10 million people without literacy competencies. UIL has several reasons to encourage family literacy as a means of enhancing literacy and life- long learning. There is evidence that family literacy increases parents’ self-confidence and often represents the point at which they choose to (re-)engage in education. Family literacy pro- grammes can also bring about changes in school culture and the relationship between institu- tions and families. Moreover, family literacy programmes tend to be innovative in their peda- gogical approach. Unfortunately, family literacy is still an unexplored field of practice. In most cases, programmes have no access to sustainable funding as they fall between the categories of formal and non-formal education. These programmes are rarely evaluated, making it difficult to advocate on their behalf. We hope that this publication will contribute towards making the benefits of family literacy better known to practitioners, programme planners, funders, policy makers and researchers in all regions of the world. Adama Ouane Director, UNESCO Institute for Lifelong Learning North-South Exchange 5 North-South Exchange on Family Literacy – Report From 5 to 7 November 2007, 20 family literacy experts, includ- accompanied the FLY project team over a period of two years. ing practitioners and researchers, came together at the UNESCO From 2005 to 2007, UIL coordinated a European project on Institute for Lifelong Learning (UIL) in Hamburg, Germany, for a family literacy – QualiFLY (Quality in Family Literacy) – which was “North-South Exchange on Family Literacy”, which was organ- funded by the European Union through the Socrates/Grundtvig ized and funded by UIL. programme. Core partners in the project were institutions from Bulgaria, Germany, Ireland, Italy, Malta and Turkey. Other The objectives of the meeting were to: countries involved in the project were Canada, Israel (Palestinian communities), South Africa and the United Kingdom. Q take stock of policies, practice and research in the field of family literacy worldwide; Moreover, family literacy is a focus of UNESCO’s series of Region- Q explore the relevance and potential of intergenerational al Conferences in Support of Global Literacy in the context of learning within adult education and lifelong learning and Education for All (EFA) and the United Nations Literacy Decade the achievement of the Education for All (EFA) goals; (UNLD). The Global Initiative for Literacy is a series of high-level Q create an international network of experts and institutions conferences held in all of the world regions that involve not only working in the area of family literacy; Ministers and other decision-makers but also First Ladies. UIL was Q prepare a report on this issue in preparation for the Sixth responsible for organizing the Regional Conference in Africa, held International Conference on Adult Education (CONFINTEA in September 2007 in Bamako, during which family literacy was VI), to be held in Brazil in 2009; presented in the form of three projects from Africa (Mali, South Q build capacities in family and intergenerational literacy pro- Africa and Uganda), all of which were also represented at the grammes, especially for LIFE countries. “North-South Exchange” meeting. In his opening statement UIL’s Director, Adama Ouane, asked It is also due to the Global Initiative for Literacy that interest in the participants to provide UNESCO with arguments against family literacy seems to be increasing. However, the last meet- the common view that family literacy is a concept of the North. ing that UNESCO organized on this issue dates back to 1994 One major objective of the meeting was thus to show that the when – in the context of the International Year of the Family – a concept of intergenerational learning is universal, even if it is less World Symposium on Family Literacy was held in Paris. Two par- institutionalized in the South. ticipants in that meeting were also present at the North-South Exchange: Dr Sharon Darling, President and Founder of the Na- The seminar built on the Institute’s prior activities in the field of tional Center for Family Literacy in Louisville, Kentucky, USA, and family literacy. In 2004, UIL initiated a family literacy pilot project, Prof Greg Brooks from the University of Sheffield, UK. ‘FLY’, in Hamburg, together with the State Institute for Teacher Training and School Development headed by the City-State of The North-South Exchange on Family Literacy brought togeth- Hamburg’s Ministry of Education. The FLY project was strongly er countries with a wide variety of experience in establishing inspired by the family literacy programmes developed by the family literacy policies and/or programmes. Some have already Basic Skills Agency (BSA) in the UK. The BSA consulted with and gained substantial expertise in this area. As a follow-up to this Statement of the participants in the North-South Exchange on Family Literacy: Q Family literacy is an approach to learning that focuses on intergenerational interactions within families and communities which promote the development of literacy and life skills. Q Family literacy celebrates and builds on existing skills and knowledge, and encourages participants to identify issues they face within their families and communities and to act upon them. Q Family literacy has proved to be an effective means of promoting literacy and encouraging adults and children to become lifelong learners. It bridges formal and non-formal / informal learning. Q There is growing evidence of its benefits from a range of countries and settings around the world, and of its ability to empower families from diverse cultural and language backgrounds. Q Depending on local circumstances and aims, these benefits can include improvements in parents’ and children’s language, literacy and other skills, and in parents’ ability to help their children. Other benefits may include: progression to further study, employment, and more positive child-rearing practices (for parents); and enhanced self-confidence, relationships in the family, status of women and girls, and life chances (for parents and children). Q Culturally appropriate research and evaluation are central to the development of effective family literacy policy and pro- grammes. Q Family literacy is essential to building a culture of lifelong learning. It should be an integral part of education policy and requires comprehensive and long-term public investment. 1 The UNESCO/UIL-led Literacy Initiative for Empowerment (LIFE) targets 35 countries worldwide with literacy rates below 50% and populations with more than 10 million illiterate adults.
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